نوع مقاله : علمی - پژوهشی
عنوان مقاله English
نویسندگان English
Objectives: The education system plays a multidimensional role in the cultural, social, and sustainable development of societies. The second period of primary education (grades four to six) is a critical transitional phase where students move from basic concrete concepts to abstract thinking and complex social interactions. The quality of the teaching-learning process, guided by teachers, is the most dynamic element of this system. Teachers not only transfer knowledge but directly influence students’ metacognitive skills and intrinsic motivation. Given this vital role, the continuous evaluation of teachers’ educational performance is indispensable. Evaluating the teaching-learning quality from the perspective of students, as the direct recipients of educational services, can reveal hidden realities often overlooked in self-assessments or managerial evaluations. Despite theoretical emphasis, the teaching evaluation system in Iran faces significant gaps, lacking comprehensive frameworks focused purely on teacher performance. This study aimed to evaluate the quality of the teaching-learning process of second-period primary school teachers in Yazd based on students’ perceptions, utilizing a localized and scientifically designed indicator system.
Materials and Methods: The present study was an applied study using a sequential mixed exploratory design (qualitative-quantitative). The research field was the second-grade elementary schools in Yazd. In the qualitative part, using the data-driven theory method at the conceptual ordering level and conducting semi-structured interviews with 24 students (until data saturation was reached), the system of indicators was identified. To validate the qualitative findings, internal audit by experts and review by participants were used. In the quantitative part, the research was conducted using the evaluation method. The statistical population of this part consisted of all students in the fourth, fifth, and sixth grades of elementary school in Yazd in the academic year 2024-2025, totaling 42,072 people. Using the multi-stage cluster sampling method, data from 930 students from public and private schools were collected. The data collection tool was a researcher-made questionnaire that was developed based on the findings of the qualitative section. The content validity of this tool was confirmed by a content validity ratio index of 0.98 and its reliability was confirmed by Cronbach's alpha coefficient of 0.92. The data were evaluated at four levels: unfavorable, relatively unfavorable, relatively favorable, and favorable.
Discussion and Conclusion: Qualitative data analysis led to the identification of 3 main factors including educational, communicative, and Individual characteristics of the teacher, 11 criteria, and 76 indicators; frequency analysis of codes extracted from interviews showed that students' main concerns centered around educational, communicative, and personal characteristics of the teacher, respectively, and among the criteria, assessment design and presentation skills and feedback skills had the highest repeatability and importance based on the learners' perspective. Quantitative findings showed that the overall score of the quality of the teaching-learning process, with an average of 6.69, is at the “relatively desirable” level. However, a disaggregated analysis of the findings reveals a very heterogeneous pattern; teachers are at the highest level of desirability in the communicative and individual factors, while they face fundamental weaknesses in the educational factor. The high desirability of communication and personality skills (such as active listening with a mean of 9.42 and positive energy with a mean of 9.50) indicates success in creating a safe emotional climate; in contrast, the sharp drop in scores in the educational factor, especially in the rubric design indicators (mean of 1.21) and providing targeted feedback (mean of 1.17), indicates a serious pedagogical crisis in the implementation of specialized teaching. The significant contrast in the scores of these two sections implicitly indicates the ability and cognitive maturity of 10- to 12-year-old students in distinguishing the teacher's emotional characteristics from his or her technical weaknesses. Finally, a review of teachers' professional development programs and holding operational workshops focusing on assessment literacy and reducing class density are suggested.
کلیدواژهها English
